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ENCOURAGEENHANCE AND EXPAND EXECUTIVE FUNCTIONS IN YOUR CHILD
Susanne Phillips Keeley, MA CCC-SLP
ANATOMY AND PHYSIOLOGY
Evolutionary Development
Individual Development
FRONTAL LOBES
•Anticipation•Goal Selection•Planning•Self-monitoring•Use of Feedback•Completion of Purposeful Activity
COGNITION & PERFORMANCE
THINKING DOINGREVIEWING
Goal Setting Initiation Modifying
Planning Attention Meta-cognition
Organization Inhibition
Prioritizing Flexibility
Timing
Working Memory
“EXECUTIVE FUNCTIONS ARE A COLLAGE OF COGNITIVE ACTIVITIES THAT ENCOMPASS THE ABILITY TO DESIGN ACTIONS TOWARD A GOAL, TO HANDLE INFORMATION FLEXIBLY, TO REALIZE THE RAMIFICATIONS OF BEHAVIOR, AND TO MAKE REASONABLE INFERENCES BASED UPON LIMITED INFORMATION..[THEY ARE] DETAILED FUNCTIONS OF LOGIC, STRATEGY, PLANNING, PROBLEM SOLVING, AND REASONING.”
Keeley, 2003 The Source for Executive Function Disorders
NOT ALL FRONTAL LOBES ARE CREATED EQUAL
Differences and Difficulties in EF
Goal Setting-deciding what needs to be done
Planning and Organizing
Determining the sequence of accomplishment
Beginning tasks
Carrying out tasks in an organized fashion
Maintaining attention
Evaluating performance
Utilizing feedback
What does this look like?
·Assignments not written down
Materials not brought home
Trouble deciding what needs to be done
Problems sequencing tasks
Misjudging how long tasks take
Problems getting started
Homework takes longer than peers
Forgetting to turn in homework
Being stuck on one topic or activity
Resistance to change
Losing or misplacing items and work
Leaving tasks until the last minute
Difficulty with long-term assignments
Problems evaluating performance
Inability to effectively utilizing feedback
Underperformance
Synergies with Giftedness
Making use of feedback
Being stuck on one idea or activity
Resistance to change
Problems evaluating performance
Perfectionism Poor school
performance
Intolerance of mistakes
Frustration & Stagnation
Asynchrony
Trouble deciding what to do
Misjudging time
Over-excitabilit
y Failure to write down assignments
Failure to work to completion
Excellent Memory
ENCOURAGE, ENHANCE, EXPAND
Time Management
Analogue Clock
Family Calendar
MODELING
Modeling Behavior
Goal Setting
Organizing
Time Schedules
Initiating
Feedback
SELF-TALK
Self-Talk
Plan-Execute-Repair
Cause and Effect
If-Then
Relationship to past and future
Feelings and Emotions
PLAN-EXECUTE-REPAIR
“WHAT’S YOUR PLAN?”“HOW’S YOUR PLAN?”
ENCOURAGE SELF-QUESTIONING
Self-Questioning
What do you need for practice?
Do I have my cleats, jersey, hat?
Does the table look the way it should for dinner?
Do I have all the utensils, napkins, glasses?
What do you need in your backpack?
Have I packed for English, Math, History?
Get your cleats!
Don’t forget the napkins!
Pack your homework!
MOTIVATION AND PRAISE
